Owen, Wendy Jane

Inspection date

Previous inspection date 23 April 2018 6 November 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder plans activities that are fun and follow the children's interests. Children show good concentration and engagement. This supports children to make good progress during their time in the setting.  Children's behaviour is good and they cooperate with others well. The childminder consistently encourages and praises their achievements. This helps to promote children's self-esteem and confidence successfully.  Partnerships with parents are strong. Parents are complimentary about the quality of care and learning provided. For example, one comments, 'The childminder offers a safe, secure, loving, fun and varied setting.'  The childminder works closely with other professionals. For example, she shares key information with teachers at nursery and school and often visits new settings with the children. These positive relationships help to promote continuity in the children's care and learning effectively.

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It is not yet outstanding because:

 The childminder does not make the most of opportunities to further promote children's technological skills.  The childminder does not sharply focus professional development opportunities to help to further raise the quality of teaching and learning in the setting.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 exploit opportunities to further develop children's technological skills  focus professional development opportunities more sharply to help raise the quality of teaching and learning to the highest level.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors. She assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at the children's assessment records, policies and procedures and training records. She discussed self-evaluation with the childminder.  The inspector spoke to children at appropriate times during the inspection.  The inspector took account of the views of parents received as written feedback for the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder keeps her knowledge up to date about safeguarding matters. For example, she attends a termly network meeting with the local authority. She can identify possible signs and symptoms of abuse and understands how to follow the detailed policies and procedures she has in place. The childminder reflects on the quality of her setting regularly. For example, she completes quality audits of the environment. She links up with the local authority advisor to help her to identify and make improvements in the setting. One example of this, is adding extra labels and print in the environment to help further support children's literacy skills.

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Quality of teaching, learning and assessment is good

The childminder gathers information when children first start at the setting and keeps parents well informed about their child's progress. She observes and tracks the children's progress and uses this information to plan activities that are well suited to their abilities, overall. For example, children identify numerals and then represent this with the correct number of items, such as cars or pegs. The childminder models how to count the objects accurately. She asks questions to challenge children's thinking, such as, 'Do we need more or less?' Babies show delight and join in while they place items on the number cards and touch them with their fingers. Children enjoy singing a variety of songs with props and work out simple calculations, such as subtraction. This helps to promote children's communication and mathematical skills well.

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Personal development, behaviour and welfare are good

Children enjoy being close to the childminder and go to her for reassurance or when feeling tired. This helps to promote children's emotional well-being successfully. The childminder encourages children to be independent. For example, they practise putting on their own shoes and coats to go outdoors. Children are encouraged and supported when toileting and washing their hands. The childminder takes the children to a variety of places in the local area, such as a singing and music sessions. Children enjoy being outside, where they run, climb and practise using ride-on toys. This helps to foster their physical skills effectively.

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Outcomes for children are good

Children develop close friendships and learn vital social skills. They are imaginative, for example, they pretend to drive a wooden tractor and look after their 'babies'. They learn how to problem solve, such as persevering with how to fit jigsaw pieces together. Children work in line with expectations for their age and develop key skills in readiness for school and their future learning.

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Setting details

Unique reference number 310812 Local authority Kirklees Inspection number 1063991 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 11 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 6 November 2013

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Telephone number

The childminder registered in 1993. The childminder operates all year round, from 7.30am until 5.30pm, Monday to Friday, except bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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